Teaching Computer Studies in Nigeria Secondary Schools Through the Use of Multiple Intelligence-based Activities and Individualized Learning Activities for Students’ Achievement.

Abstract

The purpose of the study was to examine the teaching of computer studies in Nigeria secondary schools through the use of multiple intelligence-based activities and individualized learning activities for students’ achievement. Two research questions and three null hypotheses guided the study. The design was quasi-experimental. The population comprised of all 2022/2023 academic session of SS2 students offering computer studies in Awka Education zone of Anambra State. A sample of 181 SS2 students from 5 schools (87 males and 94 females) was drawn from the population using simple random sampling technique balloting without replacement. The experimental groups were taught with multiple intelligence-based activities (MIBA) and individualized learning activities (ILA) while the control group were taught with lecture method (LM) in each of the sample schools. Both the experimental and control groups were taught computer studies by their regular computer studies teachers. The instruments used for the study were Computer Studies Achievement Test (CSAT) which were validated by five experts. The reliability of the CSAT was determined using K-R₂₀ with index of 0.79. The research questions were answered using mean with standard deviation while the null hypotheses were tested using Multivariate Analysis of Covariance (MANCOVA). The findings revealed that both MIBA and ILA significantly enhanced students’ achievement in computer studies. However, the MIBA was more effective than ILA. This will ensure that computer studies teacher are adequately trained on how to use MIBA and ILA in teaching and learning.